Hi, I'm Mrs. Allchin and I'm going to be taking you through this citizenship lesson today.

I'm going to give you all the information that you need to be successful, and I'm also going to pause and tell you when to complete a check for understanding or a task.

Hope you enjoy the lesson.

This lesson is called How can I ensure lasting impact? And it comes from the unit of lessons How can I be a change maker in my community? By the end of today's lesson, you'll be able to explain how your project has longevity.

Our keywords for today are longevity, which is how long something lasts.

Systems, which is ways of doing things that keep going over time, not just once, such as student councils that meet regularly.

And advocate, which is a person or group that defends or maintains a cause or proposal.

Our lesson outline for how can I ensure lasting impact is we're going to look at how can I ensure lasting impact upon my issue? And then how could my project have a lasting impact on me? And we're going to start by thinking about how can you ensure lasting impact with your issue? So Sam's asking, "What does lasting impact actually mean?" So pause and have a think.

Lasting impact means that the work you've completed during your project continues to make a difference, even after the project is finished.

It's about making sure your actions lead to real change that lasts over time.

Sam's saying, "Sounds good, how can we achieve this?" So pause and think, how can you ensure longevity with your action? So lasting impact could be achieved by making sure that you are really embedding longevity into your project via clear systems, building partnerships with key organisations and people, and also by inspiring others.

So what might this look like in practise? How can you ensure these three bullet points? So we're going to take a look, but first, let's have a check for understanding.

So what are the missing words? Lasting impact could be achieved by embedding longevity into your project via clear something, building something with key organisations and people, and something others.

Pause while you have a go at this check for understanding.

Let's see how you got on.

So the missing words were systems, partnerships and inspiring.

Embedding longevity into your project requires designing your active citizenship project with a long-term impact in mind, so really keeping that in mind all the way through.

And this involves thinking of long lasting systems, rather than simply one-off events.

A system is something that's set up to keep going, it doesn't stop when you leave, whereas a one-off event is often just a quick fix, something that you do just the once, whereas a system will keep going, even potentially after you have left school.

So Andeep is saying, "Can you think of any systems that exist within school that ensure long lasting impact is achieved?" So let's try and put this into context.

Can you think of any systems that exist within school? Doesn't have to be to do with citizenship.

Any systems in school that help to keep things going.

So let's have a look at what a system might look like.

So holding a one-off meeting with your head teacher might solve a problem quickly, but that's one-off.

Whereas setting up a school council that meets regularly, has suggestion boxes in classrooms, and brings in new members each year, so it continues to grow is a long-term way to make sure pupils' voices are heard.

So that would be an example of a system, whereas just a one-off meeting with your head teacher, that's just a one-off event.

A system is something that will keep it going.

Holding an assembly about bullying during Anti-Bullying Week again is an example of a one-off event.

Could still be really fantastic and quite powerful, but it is a one-off event.

However, if you were to create an anti-bullying ambassador team, and you made sure that the topic of bullying is covered regularly within the curriculum, that would be a system that would help reduce bullying over time.

So again, clear difference, clear example between a one-off event and a system that ensures that longevity.

So really consider how you can create systems within your active citizenship project that could continue after you have finished your project.

Consider whether systems have been put in place to ensure people understand your issue, know how to get involved, and can do this with relative ease.

So it shouldn't be too complicated for them to help and get involved.

So let's have a check for understanding.

Why is Sofia's idea not yet an example of a system that can ensure longevity? So Sofia's saying, "On Tuesday lunchtime, my friends and I are going to sit in the canteen next to the bins and tell people who try to chuck plastic away to go and use the recycling bins." So why is that idea not yet an example of a system that can ensure longevity? So Sofia's idea will provide a quick fix for that day, but that day only.

To ensure longevity, they will need to educate their peers and revisit this activity again and again to ensure it is embedded.

Working together with other organisations or individuals outside of your project, like local charities or local and national decision makers can help your project to have lasting impact.

So Andeep's saying, "How can they help?" So pause and have a think.

How might other organisations or decision makers or local charities be able to help with that lasting impact? These groups have more time, resources, and the experience needed to really deal with the issue properly and make sure it's solved for the long term.

So a one-off project like a plastic cleanup in school or nearby could help the environment for that short amount of time, but the impact wouldn't last.

So Sam is asking, "How could working with others improve the longevity of this project?" So remember thinking about decision makers, charities, organisations, how could this project have more longevity? If they were to work with the local council or any local environmental groups, this could support the longevity of the project.

It would provide things like bin bags, maybe gloves.

They might even visit your school to explain why the work is important.

Starting a school eco group, especially linked to a local one, is another good way to support the project's longevity.

Inspiring others also helps to make a lasting impact.

The more people who care about the issue, the more who can help to keep the project going, even maybe once you've left school yourself.

So a real well-known example of someone that really inspires others to get involved is Sir David Attenborough, who has inspired people to take action by speaking out about climate change, biodiversity loss, and protecting nature in his documentaries, and you may have watched one of these yourself.

Sir David Attenborough has helped to educate a completely new generation, and he's inspired lots of climate campaigns.

He's even been knighted twice for his dedication to protecting the environment.

So an example there of someone who really, really inspires others to keep those actions going.

So think about how you could inspire others to keep your project going.

You could talk to younger pupils, so they understand the issue and want to support it in the future.

So let's have a check for understanding.

Match the method for longevity to its example.

So on the one side, we've got embedding longevity into your project, building partnerships with key organisations and people, and we've got inspiring others.

So you need to match them with either educating and training younger pupils about your issue and how they could get involved, building long lasting systems, for example, setting up rotors or clubs, and linking with the local council to share resources.

So pause while you have a go at matching the method to its example.

So embedding longevity into your project could be building long lasting systems. Inspiring others would be educating and training younger pupils about your issue.

And building partnerships with key organisations and people could be linking with the local council.

For task A, I'd like you to explain how someone could make a bigger, longer lasting impact by planning for longevity, such as setting up systems, working with organisations or key people, and inspiring others to get involved.

So when explaining how someone could better ensure lasting impact on their issue, you may have included: To make sure a project has lasting impact, you need to think beyond just doing something once.

Instead of a one-off event, like a single assembly or community cleanup, you could set up a system that keeps going, like a school council, a recycling scheme or regular workshops.

If you build something that continues after you're gone, then the issue keeps being tackled over time.

It's about creating systems that stick.

You may have continued: Working with local organisations or key people makes your projects stronger.

For example, if you team up with a local charity or decision makers, they can offer support, resources, and carry on the work, even when your project ends.

They're often already working on these issues, so by joining forces, you are helping build something term.

If you can get others excited and passionate about your cause, they will keep it going too.

For example, Sir David Attenborough didn't fix everything on his own.

He inspired movements.

In your project, this could involve educating or training your peers.

This could include younger pupils.

If others are motivated to act, your project could continue through them.

So we've taken a look at the ways that you can ensure lasting impact on your issue.

Now we're gonna bring it back to you and we're gonna really think, how could my project have a lasting impact on me? So that's a question that you are going to be considering during this part of the lesson.

And that's because active citizenship is not just about how you can ensure lasting impact on your issue, but also how the skills you develop can have a lasting positive impact upon your future life.

So Jacob's asking, "How could what you have learned and the skills you have developed have a positive impact on you in the future?" So what do you think? Really consider some of those skills that you've been gaining during carrying out your project, and really think about how are they going to help to have a positive impact on you in the future.

The knowledge and skills that you gain during active citizenship will help you in many ways.

In particular, it can support you with making informed political decisions, advocating for others, as well as advocating for yourself.

So Jacob's asking, "In what ways could the knowledge and skills gained be of help?" So pause and have a think about that question.

By doing an active citizenship project, you've looked at real issues that matter to you.

This will help you spot these issues in political party manifestos when you're old enough to vote.

This means you'll be more confident about who to vote for, 'cause you'll understand the changes that you care about, and which parties ultimately support them.

Voting will feel more meaningful, as you'll see how your voice can help shape the future.

So Blessing's saying, "When I was a teenager, my family had money problems because of low wages.

My parents also found it hard to balance work and childcare.

Now as an adult, I look closely at what each political party says about wages and childcare before I vote." So just like Blessing, people often use their own life experiences to help them decide who to vote for.

You can also make informed choices by thinking about what you've learned from others' experiences during your active citizenship project.

So let's have a check for understanding.

What might Jun look out for when voting as an adult? And how might this be an informed decision? So Jun is saying, "For our active citizenship project, we researched how different countries approach sentencing, and we lobbied decision makers for a more rehabilitation focused sentencing system.

I feel really passionately about this issue and think it's something the government should adopt." So let's go back to the question, what might Jun look out for when voting as an adult? And how might this be an informed decision? So Jun may carefully consider how political parties plan to sentence criminals, and he might base his voting decisions on these manifestos.

This would be an informed voting decision, 'cause he's basing it on the information that he's passionate about within those manifestos.

Your project will have involved raising awareness and helping to address an issue, and that experience shows you the power and importance of advocating on behalf of others.

In the future, you might be more likely to advocate for others.

You may be more likely to support campaigns, to sign petitions, or even start new active citizenship projects, 'cause you have already seen how one person or one group can make a positive difference to the issues that impact our communities.

So this won't just stop at school.

This is something that will stay with you hopefully into your future adult lives.

So let's hear what Clive's got to say.

He's saying, "When I was at university, my friends and I were shocked by how HIV was reported and the stigma it caused.

We joined national campaigns run by HIV prevention charities, and I even took part in some protests.

Even now, years later, I still support HIV awareness and prevention charities." So again, just like Clive, that speaking up and advocating for others can start in your teenage years.

It can start now and continue into adulthood.

Some adults have more time or resources to support the causes that they care about, and some adults even choose jobs that match their values in terms of the issues that they're passionate about.

So Izzy is saying, "My uncle was involved in environmental campaigning in college, and now he works for a solar panel company." And Aisha's saying, "I can understand that.

For our active citizenship project, we have been lobbying for improved youth services.

It has inspired me to explore a career in youth services and even to become a local counsellor when I'm older, so I can continue to advocate for teenagers." So in this example here, we had Izzy whose uncle was passionate about the environment and ended up in a career that supports that, and we've got Aisha that's taken part in a project and it's even making her think about the career she might want when she is older.

So let's have a check for understanding.

Can you match the project with the example of future advocacy? So the projects that you've got are lobbying the local council for an improved community centre, raising awareness about global conflict, and creating a school-based food bank.

And for the future advocacy, so what that might look like in the future, we've got donating resources and time to local charities who help those who may be struggling financially, joining local community activist groups in the area you choose to live, and running a marathon to raise money and awareness about a charity supporting Syrian refugees.

So match the project to the future advocacy.

Let's see if you managed that.

So we've got lobbying the local council for an improved community centre.

That means that actually when you are older, you might join local community activist groups in the area that you choose to live.

So really thinking about the needs of the local area.

We've got raising awareness about global conflict.

That could lead to, in the future, running a marathon to raise money and awareness about a charity supporting Syrian refugees, which means that creating a school-based food bank in the future could link to donating resources and time to local charities who help those who may be struggling financially.

So that could be another food bank or another example of charity work.

Active citizenship helps you build the confidence to stand up for your rights, whether it's at school, work or later in life.

You might feel more able to challenge unfair treatment and advocate for yourself, especially when dealing with people in power.

This could mean joining a trade union to protect your rights at work, contacting local decision makers about issues that affect you, or using the court system if your civil rights are being denied.

So you've done it at school, you understand those skills, and hopefully that can help you to advocate for yourself in the future.

So let's listen to Izzy's grandmother.

She's saying, "When I was working, I didn't join a trade union because I didn't know much about it.

But I know Izzy has been learning about employment rights in her citizenship project, and I'm sure that she'll join a union when she starts working, as she knows it can help her stand up for her rights at work." So while researching your active citizenship project or working with other groups, you'll learn how people can speak up for themselves, just like Izzy's grandmother saying that Izzy's been learning about how she can really support herself in her job when she's older by potentially joining a union.

Knowledge is power and you can use it to advocate for yourself now and in the future.

So Laura is saying, "My parents were complaining again about long waiting times at our local doctors.

I told them to contact our MP and share their concerns.

They didn't even know they could do that.

I showed them how to find the contact details, just like I did during my active citizenship project." So sharing your views and pushing for change is a democratic right that everybody has.

During your active citizenship project, you'll probably have contacted decision makers already, maybe MPs, maybe local counsellors, and this could help you feel more confident speaking to your local counsellor or MP in the future about issues that matter to you, as is your right.

Confidence you build during school citizenship projects and what you learn about your rights could even help you advocate for yourself in civil matters later in life if needed.

So for example, if you feel you've been discriminated against, your rights aren't being met at home or with housing, or you have a problem with a contract, you might feel more confident taking it through the civil law system, 'cause you understand about your rights and you understand about systems that can support.

Active citizenship demonstrates that if you spot an issue within your communities, you have the power to do something about it.

You can lobby decision makers, advocate for others, and also advocate for yourself.

Let's have a check for understanding.

State three ways in which your active citizenship project could have a lasting impact on a pupil.

So you might have said some of these.

So you might have said making informed political decisions, encouraging them to vote, advocating for others, choosing a career that is linked to your issue, advocating for yourself, joining a trade union, lobbying decision makers, or using the civil law system.

So lots and lots and lots of ways that it can have a really positive impact.

Task B, I'd like you to explain how taking part in active citizenship could positively impact you in the future.

And your answer should refer to making informed political decisions, advocating for others and advocating for yourself.

So when explaining how taking part in active citizenship could positively impact you in the future, you may have included: By learning about important issues through my project, I'll be able to make informed political decisions when I vote.

I will know what to look for in party manifestos, and choose parties who support issues I care about.

Secondly, working on a project where I help others teaches me how to advocate for people who might be treated unfairly.

This means I'll be more confident to speak out or support campaigns that protect people's rights.

Finally, active citizenship gives me the skills and confidence to advocate for myself.

If I ever face on unfair treatment, I will know how to choose my rights, whether that is joining a trade union, writing to an MP, or using legal systems to make sure I'm treated fairly.

Overall, active citizenship prepares me to be a responsible, confident citizen, who can make a real difference.

So in summary of the lesson, How can I ensure lasting impact? To create lasting impact, your project should go beyond a one time event, and it should build systems that ensure longevity, like a school council or recycling scheme.

Working with local charities or organisations makes your projects stronger because they can support and continue it after you finish.

Inspiring others to care helps your project live on, like how Sir David Attenborough inspired many to protect the environment.

Active citizenship also helps you personally by teaching you how to make informed voting choices, advocate for others, and defend your own rights.

This prepares you to be a confident, responsible citizen who can make a difference.

That brings us to the end of this lesson.

Well done for working hard, and I hope that you'll come back for some more citizenship lessons in the future.